Designed for courses on theories and methods of teaching college writing, this text is distinguished by its emphasis on giving teachers a foundation of knowledge for teaching writing to a diverse student body.
In this book, Phan Le-Ha identifies and discusses four growing self-sustained/sustaining fundamental phenomena in transnational education (TNE), namely (1) the planned, evolving and transformative mediocrity behind the endorsement of English-medium education legitimized by the interactive Asia-the West relationship; (2) the strategic employment of the terms 'Asia/Asian' and 'West/Western' by all stakeholders in their perceptions and construction of choice, quality, rigour, reliability and attractiveness of programs, courses, and locations; (3) the adjusted desire for an imagined (and often misinformed) 'West' among various stakeholders of transnational education; and (4) the assigned and self-realized ownership of English by otherwise normally on-the-margin groups of speakers.
Originally published in 1981, this title is based on the author's doctoral thesis and the research reported was carried out at the Department of Experimental Psychology, University of Oxford.
This is a classic edition of Geoffrey Beattie's and Andrew Ellis' influential introduction to the psychology of human language and communication, now including a new reflective introduction from the authors.
In the thoroughly updated second edition of this unique book, Catherine McBride examines how the languages we know help structure the process of becoming literate.
The Diagnosis of Reading in a Second or Foreign Language explores the implications of language assessment research on classroom-based assessment practices by providing an in-depth look at the little-examined field of diagnosis in second and foreign language reading.
This book reports recent research on mechanisms of normal formulation and control in speaking and in language disorders such as stuttering, aphasia and verbal dyspraxia.
This book sheds new light on personality dispositions research into interpreter performance, injecting fresh impetus for a new research agenda designed to further our understanding of hardiness-performance linkages in interpreters.
Formacion de palabras y ensenanza del espanol LE/L2 offers a unique combination of theory and practice that guides the reader through the main processes of word formation in Spanish.
Doing Research in Applied Linguistics: Realities, dilemmas, and solutions provides insight and guidance for those undertaking research, and shows the reader how to deal with the challenges of this research involving real people in real settings.
Literacy researchers at all stages of their careers are designing and developing innovative new methods for analyzing data in a range of spaces in and out of school.
Transformative L2 Teacher Education Innovations features empirical research studies informed by Vygotskian Sociocultural Theory (VSCT) that are explicitly and intentionally designed to transform second language (L2) teacher reasoning and thinking, as well as L2 teaching practices and pedagogical choices.
Bringing a fresh and lively approach to language study, Learning about Language is an exciting collection of fun, creative activities and warm-up games that explore the multifaceted nature of the English language.
This book aims to provide an account of both what and how onomatopoeia communicate by applying ideas from the relevance theoretic framework of utterance interpretation.
Drawing on work from both eminent and emerging scholars in translation and interpreting studies, this collection offers a critical reflection on current methodological practices in these fields toward strengthening the theoretical and empirical ties between them.
American English Phonetic Transcription provides an accessible introduction to phonemic, phonetic, and intonational transcription with a focus on American English.
This book provides an in-depth look at pragmatic development by second language learners of French through their production of French discourse markers.
Primatology, Ethics and Trauma offers an analytical re-examination of the research conducted into the linguistic abilities of the Oklahoma chimpanzees, uncovering the historical reality of the research.
Teaching Social Studies to English Language Learners provides readers with a comprehensive understanding of both the challenges that face English language learners (ELLs) and ways in which educators might address them in the social studies classroom.
This book is about the possibilities and achievements of children, adolescents and adults who have developmental disorders that make their development of speech difficult or very delayed and who therefore need to develop communication and language with other means than speech.
Developmental Play Assessment for Practitioners (DPA-P) Guidebook and Training Website: Project Play offers a comprehensive assessment of naturally occurring play activities for evaluating young children's developmental progress accurately, so that useful interventions can take place as early as possible.
*Winner of the 2019 AAAL First Book Award*Racialized Identities in Second Language Learning: Speaking Blackness in Brazil provides a critical overview and original sociolinguistic analysis of the African American experience in second language learning.
Researching Education for Social Justice in Multilingual Settings provides innovative guidance on carrying out qualitative research in education by offering a wide range of examples of research projects with a focus on the methodologies and data collection strategies used.
Written for Higher Education educators, managers and policy-makers, Plagiarism, the Internet and Student Learning combines theoretical understandings with a practical model of plagiarism and aims to explain why and how plagiarism developed.
This volume offers a comprehensive snapshot of the breadth of empirical research currently being conducted on the second language acquisition of sociolinguistic variation in Spanish during study abroad.
The present volume is based on the proceedings of the Advanced Study Institute (AS I) sponsored by the North Atlantic Treaty Organization (NATO) held in Alvor, Algarve, Portugal.
Originally published in 1987 this volume presented a comprehensive state-of-the-art account of what was known about the psychology of reading at the time.
This multidisciplinary collection examines the connections between education, migration and translation across school and higher education sectors, and a broad range of socio-geographical contexts.
